• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.91-101
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• 2011

The purpose of this paper is to quickly identify school parents, teachers, students, community needs and opinions for curriculum organizing and the implementation of an online survey system for operating educational activities. Online survey system should be implemented based on Limesurvey to reduce costs and administrative costs. Limesurvery is available without the development of the separate program and offers the form of web-based template system, complete design, layout. Also, Limesurvey offers basic statistical analysis of survey data. Limesurvey can be executed by installing the program on a web hosting, typing database information. Limesurvey can be made a graph of the statistical results. Besides, Limesurvery can be stored in the form of HTML, Word, Excel, CSV Files and can be stured as basic datas for SPSS or PASW, R data, other statistical processing programs. If we could be operate Limesurvey in the form of open source-based survey program in elementary school, we could be reduced teacher's unnecessary work for statistics and overcame the problem of offline survey system.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.199-208
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• 2017

The present study investigates the potential of an educational programming game as a strategy for enhancing effective domains of mathematics curriculum, which has been criticized as a problem of education in Korea. The process of programming Fortress, an educational game, in conjunction with the lesson on the trigonometric function as part of the middle school mathematics curriculum, was designed for instruction and learning, and its effectiveness was tested. The study was conducted using a nonequivalent pretest-posttest experimental design. Research procedures included the following steps: (1) both the experimental and the comparison groups participated in four classes to understand and apply the concept of the trigonometric function, and (2) the experimental group participated in Fortress game programming activities using Scratch, which was designed in this study, while the comparison group participated in solving a real-life trigonometric problem - calculating the height of a building using the concept of trigonometry. The results of the t-test showed that students' interest and perceived value of the mathematics curriculum were significantly higher in the experimental group than in the comparison group. However, the results of analysis of covariance (ANCOVA) using pretest scores of the interest and perceived value showed the influence of pretest scores on posttest scores for the interest level, although the effect of the experiment on the perceived value of the mathematics curriculum was more significant.

• Korean Journal of Social Welfare
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• v.37
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• pp.381-405
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• 1999

The primary purpose of this study is to design and perform juvenile group program and. to evaluate the effectiveness of that program The group was consisted of 10 fourth-grade elementary school boys who have had such factors that might force themselves to be delinquent, for example, broken family, having delinquent siblings or friends, family violence, and etc. The group had been held once a week and continued for 5 months. The effectiveness of that program is evaluated quantitatively and qualitatively through goal-attainment model. The ultimate goal of this program is reduction of delinquency stimulating factors which are operationalized with overall self-esteem - family related self-esteem, friend related self-esteem, and school related self-esteem. Quantitative evaluation is performed by pre- and post-test with Hare Self-Esteem Scale. Case records, family records, group activities records, and reports from schools are analyzed for the qualitative evaluation. According to paired samples t-test scores, average overall self-esteem scores of experimental group members were escalated from 67.57 to 74.86, and this difference between pre-test and post-test was statistically significant. Difference of experimental group was bigger and more striking than that of control group. These results suggest that designed and performed group program in this study would be effective in preventing juvenile from being delinquent.

• The Journal of Korean society of community based occupational therapy
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• v.8 no.2
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• pp.1-14
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• 2018

Objective : The purpose of this study was to investigate the change in self-efficacy and writing ability after applying a Task-Oriented Multi-Sensory Movement Program to children with ADHD tendency accompanied by learning delays. Methods : A Task-Oriented Multi-Sensory Movement Program was implemented to children with ADHD tendency accompanied by learning delays attending S elementary school. The research proceeded in the order of a pre-test, Task-Oriented Multi-Sensory Movement intervention, and a post-test. The first session involved a pre-test, in which the children's self-efficacy and writing ability were examined using self-efficacy test and type 'A' KNISE-BAAT writing test. The multisensory group activity program intervention was conducted for a total of 8 sessions. In the last session, a post-test was conducted using self-efficacy test and type 'B' KNISE-BAAT writing test. Data collected from the tests were analyzed using SPSS Statistics 18. Results : According to the tests taken before and after implementing the Task-Oriented Multi-Sensory Movement Program, there was a significant improvement in self-efficacy (school, society), writing ability(command of vocabulary and sentence). Conclusion : Task-Oriented Multi-Sensory Movement Program may be used as a beneficial measure to improve the self-efficacy and writing abilities of children with ADHD tendency accompanied by learning delays. It is necessary to design various intervention models by combining educational media based on a multisensory approach.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.875-883
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• 2018

This study examined overall effect of STEAM programs on student learning through meta-analysis of journal articles published for the past six years. We examined the areas of effects that the research tested and analyzed overall effect across the research. We first identified academic journal articles that utilized quasi-experimental design in examining STEAM effects on student learning and presented appropriate data for meta-analysis such as effect size. A total of 63 articles were identified to be appropriate for meta-analysis. Using R packages, we first identified outliers and eliminated them in the analysis of mean effect size. Thus, 172 effect sizes from 60 studies were analyzed. The results showed that the mean effect was medium (effect size = 0.52). Analysis showed that moderators of the effect were affective measures, thinking skills, character measures, and career aspirations, which meant the studies that measured these variables had more effect than achievement measures. On the other hand, the school level (elementary, middle, and high school), the absence or presence of student products as program requirements, hours of intervention, and sample size did not moderate the effect. Thus, regardless of these variables STEAM programs produced medium effect in general. Based on these results, further research areas and topics are suggested.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.133-156
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• 2005

This study clarifies the concept of the education content relevance in order to evaluate the content relevance of Technology & Home Economics in a secondary school, and design its standards based on the preceding study. In other words, four standards such as the amount of studying content, the degree of difficulty, the validity of contents and the sequence of contents are established. Also, a survey on the current status of nationwide units targeting students, teachers, and professors was conducted to collect actual data about relevance evaluation. The results are as follows. First, as for the evaluation in terms of the amount of studying content, the majority of respondents answered that it decreased by about $30\%$ when compared to the 6th Technology & Home Economics Curriculum However, middle school teachers pointed out that the number of classes is not enough considering the fact that it's an activity-oriented subject. So, they acknowledged that the amount of study time during a Technology Sl Home Economics class is 'quite a lot.' Second, the evaluation in the degree of difficulty is divided into two responses. Teachers responded that it's reasonable overall, but according to students, it's difficult. Especially, the chapters that students don't understand well including 'The Elements of Draftsmanship,"' 'Understanding of Machinery,' 'Electronics & Electricity Technology,' and 'Energy & Transportation Technology.' In the Home Economics area, 'The Design of Home Life' is the only chapter that students don't understand well. Third, as for the validity of contents, the chapters that were not considered as important considering the objective of Technology Sl Home Economics Curriculum include 'The Elements of Draftsmanship,' 'Computer & Processing,' and 'The Management of Resources and Environment.' Fourth, as for the sequence of contents, the survey was conducted including the name of the course asone of the survey items. The majority of teachers wanted it as it is, but the Professors of education colleges who wanted the 3rd name to connect the course with the elementary school course was a little more $(50.5\%)$ than the ones who don't want any changes $(45.5\%)$. The follow-up study should correct and complement the standards that this study suggested through analytic and critical review according to the character & goal of the subject. Based on such standards, the evaluation of content relevance should be continued to realize the quality control of the curriculum systematically.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.475-486
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• 2016

As software transforms the structure of industry, it becomes a key measure in determining market competitiveness. Therefore, various educational efforts have been attempted in Korea to cultivate software professionals to secure software competitiveness. While previous studies had focused mainly on the cognitive effectiveness of software education, the authors tried to focus on affective perspectives. The authors, therefore, aimed to analyze the predictive power of the recognition of software importance and learning flow on affective outcomes, such as efficacy of computational thinking skills, and attitude toward, and satisfaction with, software education. The data were collected from 103 sixth grade students who participated in a software education. Results show that software importance and learning flow had significant predictive power on affective outcomes; Learning flow mediated the relationship between software importance and affective outcomes. This study provides practical implications for improving affective outcomes in the design and implementation of software education.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.143-154
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• 2017

Science inquiry has long been emphasized in Korean science education. Scientific modeling is one of key practices in science inquiry with a potential to provide students with opportunities to develop their own explanations and knowledge thereafter. The purpose of this study is to investigate teacher's understanding of models in science and science teaching. A professional development program on Models (PDM) was developed and refined through three times of implementation while teachers' conceptions of models and modeling were examined. A total of 29 elementary and secondary teachers participated in this study. A survey based on model use of scientists in the history of science was developed and used to collect data and audio recordings of discussions among teachers and artifacts produced by the teachers during PDM were also collected. Three ways of ontological and two ways of epistemological understanding of models and modeling were found in teachers' ideas. After PDM, a quarter of the teachers changed their ontological understanding whereas very few changed their epistemological understanding. In contrast, more than two thirds of the teachers deepened and extended their ideas about using models and modeling in teaching. There were no clear relationships between teachers' understanding of models and ways and ideas about using models in science teaching. However, teachers' perceptions of school conditions were found to mediate their intention to use models in science teaching. The findings indicate possible approaches to professional development program content design and further research.

• Child Health Nursing Research
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• v.20 no.3
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• pp.133-141
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• 2014

Purpose: This study was done to identify the effects of the Positive Peer Relationship Training Program on self-esteem, bullying, and depression. Methods: The research design was a quasi-experimental research with a nonequivalent control group non-synchronized pre-posttest. The recruited participants were forty-four 6th graders at an elementary school in G city. The research was carried out from September 10 to November 19, 2012. To test the effects of the Positive Peer Relationship Training Program, the participants were divided into two groups, an experimental group (23) and a control group (21). The Positive Peer Relationship Training Program was provided to the experiment group for 45 minutes/session twice a week, for 4 weeks. Data were analyzed using Fisher's exact probability test, $x^2$-test and t-test with the SPSS/WIN 18.0 program. Results: After attending the Positive Peer Relationship Training Program, no significant differences were found in self-esteem scores but significant differences were found in bullying and depression scores between the experimental group and the control group (t=1.27, p=.212, t=-2.10, p=.042; t=-2.37, p=.023). Conclusion: The results indicate that the Positive Peer Relationship Training Program is an effective nursing intervention for decreasing bullying and depression among Children in Early Adolescence.